About this episode
The episode explores how reflective practice in writing classrooms can amplify underrepresented viewpoints and foster inclusive pedagogies.
Reflection-in-Motion: Reimagining Reflection in the Writing Classroom (Utah State UP, 2025) considers how reflective practice is embedded in daily course happenings, centering the experiences of students and teachers in Minority Serving Institutions to amplify underrepresented viewpoints about how reflection works in the writing classroom. Professor Jaclyn Fiscus-Cannaday examines how its availability is subject to teacher/student power dynamics, the literacies welcomed (or not) in the class, the past and present pedagogies that students are engaging with and attending to, and the interactions among humans, materials, and emotions within the rhetorical context. She adopts an intersectional feminist perspective for an inclusive view of how practitioners name, identify, and practice reflection in the everyday moments of writing classrooms. Reflection is used for different rhetorical effects, but because classrooms so often focus on the Westernized view and its emphasis on growth, reflection has the underused and undertheorized potential rhetorical effect of helping students investigate their identities and positionalities, acknowledge deep-rooted ideologies, and consider new…
People in this episode
Guest: Jaclyn Fiscus-Cannaday
Topics covered
- reflective practice
- writing classroom
- Minority Serving Institutions
- intersectional feminism
- student-centered practices
Keywords
- reflection
- writing education
- power dynamics
- student identity
- pedagogy
Mentioned in this episode
Organizations: Utah State UP
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